Not all 21st Century Skills are represented here, but they are in other HGE rubrics

This is a general rubric, we will need create a specific rubric for each criteria.

The criteria has been approved by members. I will wordsmith a rough draft and email the group members for feedback.

Criteria

4 - Exemplary (exceeds the HGE)

3 - Proficient (meets the HGE)

2 - Developing (making good progress toward meeting the HGE)

1 - Emerging (beginning to meet the HGE)

Information and Media Literacy

The student is able to efficiently access, organize, and manage credible information from multiple perspectives using a variety of research strategies. (evidenced in research plan)

Access, Evaluate: Manage Information:The student is able to access, organize, and manage credible information from multiple perspectives using more than one research strategy. (evidenced in research plan)

Analyze Media:The student understands how and why media messages are constructed, for what purposes and is able to interpret which points of view are included or excluded, and how media can influence
beliefs and behaviors

The student is able to access, organize, and manage information from more than one source using more than one research strategy.

The student is able to access, organize, and manage information from more than one source.

Digital Communication

Digital Collaboration

Digital Communication (Multimedia Presentation):The student is able to utilize the most appropriate media creation tools to articulate thoughts and ideas clearly and effectively. (e.g. to inform, instruct, motivate and persuade)

Digital Collaboration:

The student is able to
to work effectively and respectfully with diverse teams to accomplish a common goal

Criteria

1 - Emerging (beginning to meet the HGE)

2 - Developing (making good progress toward meeting the HGE)

3 - Proficient (meets the HGE)

4 - Exemplary (exceeds the HGE)

Comments

Information and Media Literacy

Access and Evaluate Information

Access information efficiently (time) and effectively (sources)

Evaluate information critically and competently

Use and Manage Information

Use information accurately and creatively for the issue or problem at hand

Manage the flow of information from a wide variety of sources

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information (p21)

Analyze Media

Understand both how and why media messages are constructed, and for what purposes

Examine how individuals interpret messages differently, how values
and points of view are included or excluded, and how media can influence
beliefs and behaviors

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media (p21)

Apply Technology Effectively and Appropriately

Use technology as a tool to research, organize, evaluate and communicate information

Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise

Demonstrate initiative to advance skill levels towards a professional level

Demonstrate commitment to learning as a lifelong process

Reflect critically on past experiences in order to inform future progress (p21)

PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects

Set and meet goals, even in the face of obstacles and competing pressure

Prioritize, plan and manage work to achieve the intended result

Produce Results

Demonstrate additional attributes associated with producing high quality products including the abilities to:

- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results(p21)

LEADERSHIP AND RESPONSIBILITY

Guide and Lead Others

Use interpersonal and problem-solving skills to influence and guide others toward a goal

Leverage strengths of others to accomplish a common goal

Inspire others to reach their very best via example and selflessnes

Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to Others

Act responsibly with the interests of the larger community in mind

Technology Operations and Concepts (we like criteria, but need to modify language) (use of appropriate tools)

Apply Technology Effectively

Use technology as a tool to research, organize, evaluate and communicate information

Students apply existing knowledge to generate new ideas, products, or processes.

The lesson showed evidence of spontaneous
fluency and originality that is recognized by others as high in quality.
It is highly apparent the students harnessed the Presentation Zen
approach in the design of their lesson.

The lesson showed evidence of fluency and
originality that are consistently spontaneous. It is apparent the
students harnessed the Presentation Zen approach in the design of their
lesson.

The lesson included some evidence of
fluency and originality when prompted by the teacher or another peer. It
isn’t always apparent the students harnessed the Presentation Zen
approach in the design of their lesson.

In the lesson, indications of fluent and
original thought or unprompted elaboration is not yet seen. The design
of the lesson feels random and mostly uses an old-school, text-based
approach.

Students apply existing knowledge to generate new ideas, products, or processes.

The look and feel of the portfolio gives a
unique sense of both the professional and personal qualities of the
student and clearly incorporates design principles.

The look and feel of the portfolio gives a sense of both the professional and personal qualities of the student.

The look and feel of the portfolio gives a
slight sense of the professional and personal qualities of the student.
There are few original touches.

The look and feel of the portfolio reflects a
theme with no personalization and/or it has little or no professional
qualities to it.

Students create original works as a means of personal or group expression

The student’s individual contributions to
the related activities and final group project shows evidence of
spontaneous fluency and originality that is recognized by others as high
in quality.

The student’s individual contributions to
the related activities and final group project shows evidence of fluency
and originality that are consistently spontaneous.

The student’s individual contributions to
the related activities and final group project include some evidence of
fluency and originality when prompted by the teacher or another peer.

In the student’s individual contributions to
the related activities and final group project, indications of fluent
and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

The video shows evidence of spontaneous fluency and originality that is recognized by others as high in quality.

The video shows evidence of fluency and originality that are consistently spontaneous.

The video includes some evidence of fluency and originality when prompted by the teacher or another peer.

In the video, indications of fluent and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

The header shows evidence of spontaneous fluency and originality that is recognized by others as high in quality.

The header shows evidence of fluency and originality that are consistently spontaneous.

The header includes some evidence of fluency and originality when prompted by the teacher or another peer.

In the header, indications of fluent and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

Slide design is thoughtful, image-based, engages the audience, and effectively supports the topic of the presentation.

Slide design is mostly image-based and supports the topic of the presentation.

Slides contain some images, but are mostly text. Some slides feel put together at the last minute. Some support the topic.

Slide design is sloppy and/or is almost all text based. Slides feel random and don’t always support the topic.

Students create original works as a means of personal or group expression.

Students create a unique, authentic, and engaging use of the QR code in context of the situation or client’s need.

Students create an engaging use of the QR code in context of the situation or client’s need.

Students create a use of the QR code in the context of the situation or client’s need, but its use as engaging as it could be.

Students create an overly simple or
unengaging use of the QR code and/or it’s not set in context of the
situation or client’s need.

Communication and Collaboration

Standard: Students use digital media and
environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning
of others.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The lesson effectively communicated the
issue at hand and the necessary concepts. Organization made it easy to
follow the flow of ideas for the whole lesson. The results of the end of
lesson assessment showed strong understanding of the topic and
concepts.

The lesson communicated the issue at hand
and the necessary concepts. Organization made it easy to follow the flow
of ideas for most of the lesson. The results of the end of lesson
assessment showed understanding of the topic and concepts.

The main ideas and/or concepts of the
lesson got lost at times. Organization was apparent, but could have been
better to make it easier to follow the flow of ideas. The results of
the end of lesson assessment showed limited understanding of the topic
and concepts.

The main ideas and/or concepts of the lesson
were lacking. There was little or no organization. The end of lesson
assessment was not completed or the results of it showed no
understanding of the topic and concepts.

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The video effectively communicates the
student’s unique qualities as a learner and individual. Organization
makes it easy to follow the flow of ideas.

The presentation communicates the student’s
unique qualities as a learner and individual. Organization makes it
easy to follow the flow of ideas for most of the video.

The student’s unique qualities as a learner
and individual get lost at times in the video. Organization is
apparent, but could be better to make it easier to follow the flow of
ideas.

The student’s unique qualities as a learner and individual are lacking. There is little or no organization.

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The portfolio and included pages and posts
are very well organized, making it easy for any viewer to navigate,
find, and understand the desired information.

The portfolio and included pages and posts
are organized, making it mostly easy for any viewer to navigate, find,
and understand the desired information.

The portfolio and included pages and posts
are partly organized, but it’s not easy for any viewer to navigate,
find, and understand the desired information.

The portfolio and included pages and posts
are not organized, making it difficule for any viewer to navigate, find,
and understand the desired information.

Students interact collaborate, and publish with
peers, experts, or others, employing a variety of digital environments
and media.

The student purposively and effectively
collaborated with his/her project team using a variety of Web 2.0 tools,
completing the project work on time. The student was considered a
leader in the group and helped others understand the collaborative
technologies. The related activities and published work effectively
communicate the group project in-line with the conference theme.

The student effectively collaborated with
his/her project team using a variety of Web 2.0 tools, completing the
project work on time. The related activities and published work
effectively communicate the group project idea in-line with the
conference theme.

The student isolated his/herself at times
from the project team processes and/or didn’t always use the Web 2.0
tools to collaborate effectively. Work may have submitted the project
work late. The related activities or published work create some
confusion about the purpose of the idea or is slightly out-of-line with
the conference theme.

The student isolated his/herself the whole
time from the project team processes and/or didn’t use the Web 2.0 tools
to collaborate. Project work was submitted late. The related activities
and published work create a lot of confusion about the purpose of the
idea or isn’t in-line with the conference theme.

Students advocate and practice safe, legal, and responsible use of information and technology

The students took great care to ensure all
images, video, and other multimedia were original and/or had a Creative
Commons license. Attribution was given to all of the authors of any
artistic element used.

The students took care to ensure almost all
images, video, and other multimedia were original and/or had a creative
commons license. Attribution was given to most of the authors of any
artistic element used.

The students may have used an image, video,
and/or other multimedia that was protected under copyright, but it was
edited enough that makes it an adaptation of the original. Attribution
was given to a few of the authors of any artistic element used.

There was blatant infringement of copyright
by inserting downloaded images, video, and/or other multimedia from the
internet that was not licensed for reuse. No attribution is given.

Students advocate and practice safe, legal, and responsible use of information and technology

The student took great care to ensure all
images were original and/or had a Creative Commons license. The student
advised and/or assisted others in this process.

The student took care to ensure all images were original and/or had a creative commons license.

The student may have used an image that was
protected under copyright, but it was edited enough that makes it an
adaptation of the original.

There is blatant infringement of copyright by inserting downloaded images from the internet.

Students exhibit a positive attitude toward using
information and technology that supports collaboration, learning, and
productivity.

The student approached the use of the
WordPress system with enthusiasm and promoted the tool to others as an
effective way to achieve the goal of the SIS portfolio and build the
“professional” you.

The student approached the use of the
WordPress system without complaining and understood how the tool is an
effective way to achieve the goal of the SIS portfolio and build the
“professional” you.

The student approached the use of the
WordPress system in a lackadaisical way and didn’t seek to fully
understand how the tool is an effective way to achieve the goal of the
SIS portfolio.

The student approached the use of the
WordPress system with a poor attitude and refused to understand how the
tool is an effective way to achieve the goal of the SIS portfolio and
build the “professional” you.

Technology Operations and Concepts

Standard: Students demonstrate a sound understanding of technology concepts, systems, and operations.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students select and use applications effectively and productively

The student used the Web 2.0 tools, camera, and video editing software skillfully and independently.

The student used the Web 2.0 tools, camera, and video editing software skillfully with minor assistance.

The student had some problems with the Web 2.0 tools, camera, and/or video editing software throughout the process.

The student had major problems with the Web 2.0 tools, camera, and/or video editing software.

Students select and use applications effectively and productively

The student used the camera and video
editing software skillfully and independently, completing the work on
time. The video contained all original video footage. All audio is level
and narration is easily heard.

The student used the camera and video
editing software skillfully with minor assistance, completing the work
on time. An effective mix of video and images were used. Audio is mostly
level and narration is easily heard.

The student had some problems with the
camera and/or video editing software throughout the process and may have
submitted the work late. Minimal video footage was used. There are a
few jumps in volume during the video; narration gets lost at times in
background audio.

The student had major problems with the
camera and/or video editing software, causing the work not to be
submitted on time. Video footage was not used. Volume is not leveled
making the listening experience annoying. Narration cannot be heard.

Students select and use applications effectively and productively

The student used Photoshop skillfully and independently, completing the work on time.

The student used Photoshop skillfully with minor assistance, completing the work on time.

The student had some problems with Photoshop throughout the process and may have submitted the work late.

The student had major problems with Photoshop, causing the work not to be submitted on time.

Students understand and use technology systems

The students used the presentation,
multimedia, and assessment software skillfully and effectively. No
technical problems occurred; the students were in control of the
technology at all times.

The students used the presentation,
multimedia, and assessment software skillfully. 1 or 2 small technical
problems occurred, but it didn’t hinder the progress of the lesson; the
students were mostly in control of the technology at all times.

The students’ use of the presentation,
multimedia and/or assessment software was weak at times. Technical
problems occurred that hindered the progress of the lesson, but the
lesson was still completed; the technology controlled the students at
times.

The students had major problems with the
presentation, multimedia and/or assessment software. Technical problems
occurred that hindered the completion of the lesson; the technology
controlled the students the whole time.

Students understand and use technology systems.

The student clearly understands the
functions of the WordPress blog and chose the appropriate functions to
support the purpose of the portfolio.

The student understands most functions of
the WordPress blog and chose appropriate functions to support the
purpose of the portfolio.

The student understands a few functions of
the WordPress blog and may have chosen some functions that don’t support
the purpose of the portfolio.

The student doesn’t understand functions of
the WordPress blog and may chose many functions that don’t support the
purpose of the portfolio.

Students understand and use technology systems.

Slide transition is done smoothly and works without glitches. The student is in control of the technology.

Slide transition is mostly smooth. One or two problems may have occurred.

Problems occurred often that interfere with the smoothness of presentation.

The presentation is plagued with technical and/or transition problems. The technology is controlling the student.

b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identifytrendsandforecastpossibilities

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nowledge to generate new ideas, products, or processes

ADVANCING DIGITAL-AGE LEARNING

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2. Communication and Collaboration

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Students use digital media and environments to communicate and work collaboratively, including at a distance,

to support individual learning and contribute to the learning of others. Students:

ADVANCING DIGITAL-AGE TEACHING

interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media

communicate information and ideas effectively to multiple audiences using a variety of media and formats

develop cultural understanding and global awareness by engaging with learners of other cultures

contributetoprojectteamstoproduceoriginalworksorsolveproblems

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3. Research and Information Fluency

ADVANCING DIGITAL-AGE LEADERSHIP

Students apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiryb. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and

mediac. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. processdataandreportresults

Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a projectc. collect and analyze data to identify solutions and/or make informed decisionsd. usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systemsb. select and use applications effectively and productivelyc. troubleshoot systems and applications